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Phase 3

GROWING 4-H OPPORTUNITIES TOGETHER: VOLUNTEERS IN VISION AND ACTION

Phase 3: Implementing a Program Planning Process

DESCRIPTION

The resources in this section are designed to: Introduce staff to the program planning strategies utilized in this process,

particularly related to needs assessment. Assist staff in collecting demographic and 4 H program‐ data. Facilitate the collection of focus group data and the identification of themes. Engage the Steering Committee in determining program priorities.

STEP 9: STAFF MEETING TO PREPARE FOR PROGRAM PLANNING

AgendaIntroduction to Program Planning Assessment Process

Watch presentation providing an orientation to the program planning steps used in this process, particularly the assessment process

Building Data Collection Presentation Review County Data Presentation Template to determine how to update with local

demographic and program data (Links to resources to use in gathering information are included in the notes.)

Add summary information to the County Process ReportPlan for Focus Groups Sessions

Determine whom to invite to each focus group utilizing suggestions of SteeringCommittee

Invite participants utilizing sample information for phone script, email, or letter Review tips for moderators and recorders, and assign roles for each focus group

Review and record follow up assignments ‐ and deadlines for completionReflect on meeting


Support Materials

A. Presentation: “Program Planning Assessment Process” o Presentation with notes for facilitator.o Pre rec‐ orded presentation:

(https://u m connect.umn.edu/p r ogrampla n ningassessment/ ) o Handout for participants

B. Template: “County Data Presentation”o Presentation with notes for facilitatoro Handout for participants

Process Report: County (included in Section 7; add county data)C. Background Information: “Focus Groups”D. Communication Template: “Focus Groups” Staff Meeting Reflection (included in Evaluation section – B)

STEP 10: FOUR FOCUS GROUP SESSIONS CONDUCTED

AgendaFacilitate collection of Focus Group data, Summarizing Feedback at each Session

4 H youth leaders‐ 4 H volunteers‐ Youth not involved in 4 H‐ Adult representatives of community organizations

Support MaterialsA. Facilitation Guide: “Focus Group Sessions” B. Focus Group Interview Summary

STEP 11: STAFF MEETING TO IDENTIFY FOCUS GROUP THEMES AND PLAN FOR STEERING COMMITTEE MEETING

AgendaIdentify Themes from focus Groups

Analyze focus group data. Identify themes. Add themes to the County Data Presentation and Process Report.


Prepare for Steering Committee Meeting Review agenda for Steering Committee Meeting and responsibilities of staff

Review and record follow up assignments ‐ and deadlines for completionReflect on meeting

Support MaterialsA. Background Information: “Identifying and Reporting Focus Group Themes” B. Worksheet: “Capturing Focus Group Themes” Presentation: “ County Data” (included in Phase 3 - Step 9) Process Report: County (included in Phase 3 - Step 7) Additional support materials (included in Phase 3 - Step 12) Staff Meeting Reflection (included in Evaluation section- B)

STEP 12: STEERING COMMITTEE MEETING TO DETERMINE PROGRAM PRIORITIES

AgendaWelcomeUpdate on Process to DateDetermine Program Priorities

Share county data. Facilitate SWOT analysis. Identify program Priorities. Rank priorities.

Wrap Up‐ Review future opportunities for involvement. Steering Committee Survey. Thanks for your participation.

Support MaterialsA. Facilitation Guide: “Understanding Data to Determine Program

Priorities” Presentation: County Data (included in Phase 3 – Step 9) Process Report: County (included in Phase 3 - Step 7; update with county data and

themes) Steering Committee Survey (included in Evaluation section - A)


GROWING 4-H OPPORTUNITIES TOGETHER: VOLUNTEERS IN VISION AND ACTIONPHASE 3: STEP 9

Background Information: Focus GroupsADVANTAGE OF FOCUS GROUPS

According to Bryant and Bailey (1991), focus groups offer several advantages as an assessment process:

Focus groups are designed to create a non-threatening environment. Using a flexible interview format elicits respondent attitudes and concerns in their own

terms rather than forcing them to respond to predetermined categories. This enables the moderator and respondent to initiate new topics and direct the conversations to uncover valuable information that would not emerge in individual interviews and could not be predicted in surveys.

There is an advantage in the opportunity to observe respondent interaction. Focus groups allow the moderator to rephrase questions that are misunderstood or

misinterpreted, and to probe to verify truthfulness.

SELECTION CRITERIA

Focus groups are included in this process as a method of gathering data from people in the community about the needs and opportunities for young people. In order to ensure that diverse points of view are heard, the following four focus groups are embedded in the process:

4-H youth leaders 4-H adult volunteers Youth not involved in the 4-H program Adults representing community youth-serving organizations

An ideal size for each focus group is 6–8 members to allow for everyone to speak.

4-H Groups—Youth Leaders and Adult Volunteers

For each of these focus groups, choose youth leaders and adult volunteers from various roles within the organization and located throughout the county. .


Youth Not Involved in the 4-H Program

Recruiting non 4-H youth for the focus groups poses a bit of a challenge but the input is valuable. The non 4-H focus groups will need some additional context provided about 4-H programs for the focus group sessions to be most productive, therefore plan an extra 15 minutes of time for these groups. Greater diversity of opinion will likely be shared if youth are brought together from multiple communities and social groups. Examples of ways for recruiting non 4-H youth:

Select youth representing ethnically diverse populations Select one youth from each table in the middle school lunchroom (let the peers at the table

choose who to send to the focus group) Select one young person from each of 6-8 extracurricular groups at school Meet with a church youth group Meet with youth from other after school programs like the Boys and Girls Club or scouts Choose youth from a school extracurricular group like FCCLA, FFA Meet with a student council group at school Get permission to attend a school social studies class and run the focus group Non 4-H adults who are meeting for the adult focus group each bring a youth with them to

the non 4-H youth focus group that could meet at the same time Have 4-H youth who are attending the 4-H youth focus group bring a non 4-H youth to

attend the non 4-H youth focus group that can be scheduled at the same time

Adults Representing Community Youth-Serving Organizations

Invite a broad representation of organizations that work with and support youth from across the county to participate in the focus groups. Suggested groups include:

Human Services Public Health Law Enforcement/Probation Fair Board City Council Community Education Faith community Cultural community organizations Schools—guidance counselor, social worker, school nurse, administration, etc Librarians Businesses


Service Clubs—Kiwanis, Lions, etc Other local youth-serving groups—Scouts, Y, Boys and Girls Clubs, mentoring programs

TIPS FOR MODERATORS AND RECORDERS

Moderator Skills and Duties

Practice introduction without referring to notes. Practice the questions; know the key questions. Be well rested, alert, and fully present. Welcome all participants. Create a comfortable, open atmosphere. Food often helps put participants at ease. Use probes and pauses to draw out the best conversation. Probes can include

statements like: “Tell me more about that…”, “That’s helpful, now let’s hear some different thoughts…”, “Please say more…”, “Who can build on this last idea?”.

Manage the time. Make sure everyone has a chance to share. Avoid head nodding. Avoid verbal comments that signal approval. Avoid giving personal opinion.

Recorder Skills and Duties

Be well rested, alert, and fully present. Welcome all participants. Make a sketch of seating arrangement. Take notes during the discussion. Be attentive to the following:

Well-said quotes. Capture word for word as much of the statement as possible. Listen for sentences or phrases that are particularly enlightening or eloquently express a particular point of view. Place quotation marks around the statement or phrase and indicate name of speaker. Place your opinions, thoughts, or ideas in parentheses to keep them separate from participant comments. If a question occurs to you that you would like to ask at the end of the discussion, write it down in a circle or box.

Nonverbal activity. Watch for and note the obvious, such as head nods, physical excitement, eye contact between certain participants, or other clues that would indicate level of agreement, support, or interest.


Do not participate in the discussion. You can talk only if invited by the moderator. Control your nonverbal actions no matter how strongly you feel about an issue.

Ask questions when invited. At the end of the discussion, the moderator will invite you to ask questions of amplification or clarification.

Debrief with focus group team before you leave the meeting to capture the best notes.

SOURCES:Bryant, C. and Bailey, D. (1991). The Use of Focus Group Research in Program Development. Napa Bulletin.

Kruger, R. and Casey, M. (2000). Focus Groups: A Practical Guide for Applied Research. Appendix 5.1 and 5.2, pages 107–111.

DEVELOPED BY:

Margo Herman, Extension Educator, Extension Center for Youth Development (2012)



Communication Template: Focus GroupsPURPOSE OF THIS COMMUNICATIONThe program planning needs assessment includes the facilitation of four focus groups: 4-H youth leaders, 4-H adult volunteers, youth currently not involved in the program, adult representatives of community youth-serving organizations.

SAMPLE INVITATIONSThe sample invitations that follow are designed to be localized and sent to potential focus group participants by email and/or US mail. The recommendation is to follow the written invitation with phone calls to ensure adequate representation from each of the identified groups. Please place written communication on Extension letterhead.

Invitation to Youth Leaders, Parents and Volunteers Associated with the 4-H Program

Dear _____,________ County 4-H Youth Development is participating in Growing 4-H Opportunities Together: Volunteers in Vision and Action. The Steering Committee, including staff and citizens, is excited to engage with additional community citizens in shaping the future direction of the 4-H Youth Development Program in _____ County.

The purpose of Growing 4-H Opportunities Together: Volunteers in Vision and Action is to: Define the direction a county 4-H program can take to fully contribute to the positive

development of young people. Strengthen the volunteer system and structure to advance 4-H priorities. Identify potential organizational partners that have a mutual interest in working

together to improve the scope and quality of youth development in the community.

Hearing from youth, parents, and volunteers currently involved with 4-H is an important part of this process! We will also be hearing from youth who are not enrolled in 4-H and adults who represent youth-serving organizations or serve as community leaders.


We hope you will join us on {date, time, and location}. The focus group will last between 1½ and 2 hours. There will be an established set of questions that we will be asking about your experience and ideas. Themes from each of the focus groups, along with county demographic data, will be summarized and reviewed by the project’s Steering Committee so they can help determine program priorities.

Please RSVP your plans to attend by {date and time} to the University of Minnesota Extension Office, _____ County; {phone number}. {email}.

If you have any questions, please feel free to contact any of us. We hope you will make time to share your 4-H story!

Sincerely,

_____________________ ________________ ________________4-H Program Coordinator Extension Educator Extension Educator

Invitation to Youth Not Currently Enrolled in the 4-H Program

Dear _____,________ County 4-H Youth Development is participating in Growing 4-H Opportunities Together: Volunteers in Vision and Action. The Steering Committee, including staff and citizens, is excited to engage with additional community citizens in shaping the future direction of the 4-H Youth Development Program in _____ County.


development of young people. Strengthen the volunteer system and structure to advance 4-H priorities. Identify potential organizational partners that have a mutual interest in working

together to improve the scope and quality of youth development in the community.

Hearing from youth is an important part of this process! We will also be hearing from youth, parents, and volunteers who are enrolled in 4-H and adults who represent youth-serving organizations or who serve as community leaders.


We hope you will join us on {date, time, and location}. The focus group will last between 1½ and 2 hours. There will be an established set of questions that we will be asking about your experience and ideas. Themes from each of the focus groups, along with county demographic data, will be summarized and reviewed by the project’s Steering Committee so they can help determine program priorities.

Please RSVP your plans to attend by {date and time} to the University of Minnesota Extension Office, _____ County; {phone number}. {email}.

If you have any questions, please feel free to contact any of us. We hope you will make time to tell us about your community youth learning experiences!

Sincerely,


Invitation to Adult Representative of Community Youth-Serving Organizations.

Greetings!

We are writing to request your participation in a focus group about youth and youth community learning opportunities in _____ County. We are making this request of community leaders, community agencies that work with youth, and staff/volunteers leading other youth programs. You have been identified as having expertise to share regarding young people.

The Minnesota 4-H Youth Development Program in ______ County is participatingin Growing 4-H Opportunities Together: Volunteers in Vision and Action. The Steering Committee, including staff and citizens, is excited to engage with additional community citizens in shaping the future direction of the 4-H Youth Development Program in _____ County.


development of young people. Strengthen the volunteer system and structure to advance 4-H priorities.


Identify potential organizational partners that have a mutual interest in working together to improve the scope and quality of youth development in the community.

Hearing from you is an important part of this process! We will also be hearing from youth, parents, volunteers who are enrolled in 4-H, and youth who are currently not enrolled in 4-H.

We hope you will join us on {date, time, and location}. The focus group will last between 1½ and 2 hours. There will be an established set of questions that we will be asking about your experience and ideas. Themes from each of the focus groups, along with county demographic data, will be summarized and reviewed by the project’s Steering Committeeso they can help determine program priorities.

I am hoping that you and/or another representative from your agency will be ableto participate in the focus group. Please RSVP your plans to attend by {date and time} to the University of Minnesota Extension Office, _____ County; {phone number}. {email}.

If you have any questions, please feel free to contact any of us. Thank you. We look forward to hearing from you.

Sincerely,


DEVELOPED BY:

Tamie Bremseth, Director of Youth Development Operations, Center for Youth Development


Karyn Santl, Extension Educator, Center for Youth DevelopmentTrisha Sheehan, Extension Educator, Center for Youth Development



Facilitation Guide: Focus Group SessionTIMELINE90-minute focus group10–15 minutes to give instructions, wrap-up, and transition75–80 minutes for questions

Series of 11 questions; First three questions designed to be introductory and quick with more time spent on questions 4-9. Questions 10 & 11 are in reflection and quick in nature.

MATERIALS NEEDED Facilitator—Facilitator’s Script with questions. Recorder—recording sheet and writing utensil. Paper for name table tents for each participant. Flipchart paper. Markers. Token of appreciation for focus group participants (optional).

PROBES THAT MIGHT HELP THE MODERATORCould you/anyone give an example?I would like to know more about... What are some of the reasons you say that?I think I heard you start to say something about…Can you say a bit more about that?Does anyone have something to add to that?

FOCUS GROUP SESSION

Welcome and Introductions

Welcome. My name is _____, and assisting me is _____. We are working on behalf of the University of Minnesota Extension Center for Youth Development in regard to the _____ County 4-H Program.

We have asked you to be here to help us examine youth needs and assets, as well as opportunities for their/your participation in positive youth development programs. Your input will help us define the future direction of the 4-H Youth Development Program in _____ County, including ways we can better utilize the skills and talents of adults and youth. Your voice today will assist in identifying program priorities the 4-H program can set to more fully contribute to the positive development of young people living in _____County.


For those of you that are unfamiliar with 4-H, let me briefly describe our program. Youth in grades Kindergarten through one year past high school graduation are involved as 4-H members. In 4-H, young people work in partnership with adult volunteers to develop essential transferable skills like leadership, problem solving, decision making and communication. Youth gain these skills by participating in community and afterschool clubs, as well as in short-term learning experiences we call adventures. {INSERT COUNTY PROGRAM SPCECIFICS. Example: In _____ County we have ### 4-H members who participate in 4-H clubs and ### 4-Hers who participate in afterschool programs.}

Most 4-Hers participate in focused learning around a particular topic or project area. Through 4-H, they have the opportunity to display what they learn in that project area at the county fair or another showcase event. By showcasing what they have learned at a local event they may earn an opportunity to share their exhibit at the Minnesota State Fair. Some of the most popular project areas in XXXX county are:

Before we begin, let me share the ground rules for this focus group. Please speak up. Only one person should talk at a time. There are no wrong answers, only differing points of view. Feel free to say what you think, even if it differs from what was already said. Everyone’s opinion is valuable and shall be respected. We will be on a first-name basis today, and in our later reports there will not be any names attached to comments. Our session will last no more than an hour and a half, and we will not be taking a formal break. Let’s begin. We’ve placed name cards on the table in front of you to help us remember each other’s names. Let’s find out more about each other by going around the room one at a time. I would like you to share your name and (hometown for youth and volunteers; agency for community partners).

We are going to begin by talking about the needs and assets of youth, and then ask for your opinion regarding youth programs in general. Finally, we will gather your opinions on the 4-H Youth Development Program in _____ County specifically.

QuestionsQuestions are for all audiences unless otherwise identified.

Introduction Questions1. Let’s start out talking about young people in this community. In a few words, what are

they like?

2. In general, what do youth DO in this community when they are not at school? Where are they found after school?

Follow-up question: Are there any distinctions for different age groups—highschool, middle school, elementary?

3. What do you hear from youth that they need, or want, or are not finding in this community?

Follow-up question: Are there any distinctions for different age groups—highschool, middle school, elementary?


4. The next questions are focused on program choice:As a youth,a) How do you decide which youth program to participate in?

Follow-up question: What are the things that “click” or make you stay?

As an adult volunteer or paid youth worker,a) How do you decide which youth programs to give your time to?

Follow-up question: As a volunteer, what are the elements of the program that make you stay?

5. The next questions will help identify programming needs of youth:

a) What are the barriers to youth participation in programs during out-of-school time? Or what are the things that get in the way of young people taking part in youth programs?

b) Which youth in the county do you think youth programs need to reach out to. (e.g., age, gender, race, geography)?

The next questions are about the 4-H program specifically in ____________ County. Please respond with knowledge or awareness you have of the 4-H program.

6. Let’s take a moment to examine the strengths and limitations of the 4-H Program in _____ County. (Strengths and limitations of 4-H specifically)a) From your perspective, what are the strengths of the 4-H Youth Development

Program in ______ County?b) What are the limitations of the 4-H Youth Development Program in _____ County?c) What would you like to see improved, changed, or added to the 4-H Program in _____

County?

7. The next questions address opportunities for 4-H volunteers and partners. (Volunteer role)a) What opportunities do you see for growing the number of volunteers with ____

County 4-H?b) What are the barriers to volunteer involvement?c) If you are a volunteer with ______ County 4-H, what specific suggestions do you have

for improving or enhancing the volunteer experience?

8. What unique organizations, resources, facilities, businesses, etc. are available in _____ County with which 4-H might partner to provide unique youth programming? (Partner role)


9. How do you see the larger community benefiting from 4-H Youth Development programming? (Public value)

In closing10. Is there anything you would like to add about the youth & youth programs that you

haven't been able to share yet?

11. In reflecting on what you heard today, is there anything that "stood out" to you or a theme you heard?"

Wrap-Up for Focus Group Participants

Thank you for taking time out of your schedule and contributing to this discussion. You are the {first} of four focus groups. Once we have collected all our data, analyzed the data, and written our final report, we will share it with all participants. Thank you again. (Optional: We have a token of appreciation to give you.) Have a safe trip home!

REFLECTION FOR FOCUS GROUP FACILITATOR AND RECORDERSLet’s take a few minutes to reflect on your own thoughts and summarize what you heard individually. Please record your ideas on the bottom or back of your recording sheet. Remember, we will be collecting the recording sheets from each of you to help us pull out themes when all focus groups (interviews and surveys, if applicable) are completed. (Pause for a few minutes of silence for the Steering Committee members to reflect and write.)

As a group, let’s reflect on themes we heard today. I will record them on flipchart paper. What is your first impression? What is one item/statement that “stood out” for you today? Did you hear any themes today? Any other thoughts you want to record right now?

Thank you for coming tonight. We will reconvene at {time, date, and location}. Any questions? Good night!

AUTHORED BY:

Karyn Santl, Extension Educator, Center for Youth Development Tamie Bremseth, Director of Youth Development Operations, Center for Youth Development


REVISED July, 2014 by:Betsy Olson, Extension Educator, Center for Youth DevelopmentMargo Herman, Extension Educator, Center for Youth Development



Focus Group Interview SummaryFollowing the focus group interview, complete this summary sheet with a brief summary/key points and notable quotes.

Date of Focus Group ______________________________________________________Location of Focus Group __________________________________________________Number of Participant/Name of Group ___________________________________Facilitator Name _________________________________________________________Recorder Name __________________________________________________________

Questions

Youth in this community (Introductory Questions)12. In a few words, what are young people in this community like?

13. In general, what do youth DO in this community when they are not at school? Where are they found after school?

Follow-up questions: Are there any distinctions for different age groups – high school, middle school, elementary?

14.What do you hear from youth that they need, or want, or are not finding in this community?

Follow-up question: Are there any distinctions for different age groups—teens, middle school, elementary?


Program choice15.Choose appropriate question (a or b) for youth or adults:

a. YOUTH: how do you decide which youth program to participate in? Follow-up question: What are the things that “click” or make you stay?

b. ADULT VOLUNTEER OR PAID YOUTH WORKER: How do you decide which youth programs to give your time to?

Follow-up question: As a volunteer what are the elements of the program that make you stay?

Program need 5. What are the barriers to youth participation in programs during out-of-school time? Or,

what are the things that get in the way of young people taking part in youth programs?

6. Which youth in the county do you think youth programs need to reach out to? (e.g., gender, race, geography)

4-H Youth Development Program7. From your perspective, what are the strengths of the 4-H Youth Development Program

in this county?

8. What are the limitations of the 4-H Youth Development Program in this county?

9. What would you like to see improved, changed, or added to the 4-H Program in this county?


MN 4-H Volunteers 10.What opportunities do you see for growing the number of 4-H volunteers?

11.What are the barriers to volunteer involvement?

12. If you are a 4-H volunteer, what specific suggestions do you have for improving or enhancing the volunteer experience?

Community 13.What unique organizations, resources, facilities, businesses, etc. are available in this

County with which 4-H might partner to provide unique youth programming?

14.How do you see the larger community benefiting from 4-H Youth Development programming?

Closing 15. Is there anything you would like to add about the youth and youth programs that you

haven’t been able to share yet?

16. In reflecting on what you heard today, is there anything that “stood out” to you? Is there a theme that you heard?

DEVELOPED BY:

Karyn Santl, Extension Educator, Center for Youth DevelopmentTamie Bremseth, Director of Youth Development Operations



Background Information: Identifying and Reporting Focus Group ThemesAfter focus groups are completed, staff is responsible for compiling responses, teasing out themes, and presenting them to the Steering Committee, along with other county data, to contribute to the development of county 4-H program priorities.

IDENTIFYING THEMESBelow is a suggested process for identifying focus group themes:

1. Use “Worksheet: Capturing Focus Group Themes” to help compare and contrast results by categories of individual focus groups.

2. Question by question, read through recorder notes for each focus group. Record responses for each question in each category. Record notable quotes from participants.

3. After all notes are recorded for each group, compare responses within the question. Note emerging patterns, or ideas you hear multiple times.

4. Look at emerging patterns for each question and begin to identify themes. Ask: What messages were being repeated? What new ideas were generated?

5. Themes may be grouped together in categories (for example, youth needs, program environment, volunteer and partnership systems, etc.) for reporting.

Focus Group Analysis Tips Think about both the actual words used by the participants and the meanings of

those words. A variety of words and phrases will be used, and the analyst will need to determine the degree of similarity between these responses.

Some topics are discussed more by participants (extensiveness) and some comments are made more often (frequency) than others. These topics could be more important or of special interest to participants.

Responses that are specific and based on experiences should be given more weight than responses that are vague and impersonal. To what degree does the respondent


provide details? Greater attention is often placed on responses that are in the first person as opposed to hypothetical, third-person answers.

One of the traps of analysis is not seeing the big ideas. Step back from the discussions by allowing extra time for big ideas to percolate. For example, after finishing the analysis of each question, set the report aside for a brief period. When you return, jot down three or four of the most important findings.

REPORTING THEMESAfter themes are identified, they should be included in the County Data Report to be distributed to Steering Committee members and other stakeholders. Themes may be reported in narrative or bulleted style and may include a few quotes to illustrate the point, along with other key information. For a visual report, word clouds can be generated with the clouds giving greater prominence to words that appear more frequently in the report.

SOURCEKrueger, R.A. and Casey, M.A. (2000). Focus Groups. A Practical Guide for Applied Research.

Thousand Oaks, CA: Sage Publications.

DEVELOPED BY:Rebecca Harrington, Extension Educator, Center for Youth Development


GROWING 4-H OPPORTUNITIES TOGETHER: VOLUNTEERS IN VISION AND ACTION

Worksheet: Capturing Focus Group Themes

County________________________________________________________ Date____________________________________________

Present _____________________________________________________________________________________________________

YOUTH IN THIS COMMUNITY1. In a few words, what are young people in this community like?

4-H Youth Leaders 4-H Adult Volunteers Youth (community/4-H)

Community Representatives

Emerging patterns


2. In general, what do youth DO in this community when they are not at school? Where are they found after school?Follow-up questions: Are there any distinctions for different age groups – high school, middle school, elementary?



Emerging patterns

3. What do you hear from youth that they need, or want, or are not finding in this community?Follow-up question: Are there any distinctions for different age groups—teens, middle school, elementary?



Emerging patterns


PROGRAM CHOICE4. Choose appropriate question (a or b) for youth or adults:

YOUTH: how do you decide which youth program to participate in? Follow-up question: What are the things that “click” or make you stay?

ADULT VOLUNTEER OR PAID YOUTH WORKER: How do you decide which youth programs to give your time to?Follow-up question: As a volunteer what are the elements of the program that make you stay?



Emerging patterns


PROGRAM NEED5. What are the barriers to youth participation in programs during out-of-school time? Or, what are the things that

get in the way of young people taking part in youth programs?



Emerging patterns


6. Which youth in the county do you think youth programs need to reach out to? (e.g., gender, race, geography)



Emerging patterns

4-H YOUTH DEVELOPMENT PROGRAM7. From your perspective, what are the strengths of the 4-H Youth Development Program in this county?



Emerging patterns


8. What are the limitations of the 4-H Youth Development Program in this county?



Emerging patterns

9. What would you like to see improved, changed, or added to the 4-H Program in this county?



Emerging patterns


MN 4-H VOLUNTEERS10.What opportunities do you see for growing the number of 4-H volunteers?



Emerging patterns

11.What are the barriers to volunteer involvement?




Emerging patterns

12. If you are a 4-H volunteer, what specific suggestions do you have for improving or enhancing the volunteer experience?



Emerging patterns


COMMUNITY13.What unique organizations, resources, facilities, businesses, etc. are available in this County with which 4-H might

partner to provide unique youth programming?



Emerging patterns

14.How do you see the larger community benefiting from 4-H Youth Development programming?



Emerging patterns


Closing

15. Is there anything you would like to add about the youth and youth programs that you haven’t been able to share yet?



Emerging patterns

16. In reflecting on what you heard today, is there anything that “stood out” to you? Is there a theme that you heard?




Emerging patterns



Facilitation Guide: Understanding Data to Determine Program PrioritiesOVERVIEWThe purpose of this meeting is to review and understand data that leads to setting program priorities.

TARGET AUDIENCESteering Committee

OBJECTIVESParticipants will:

Review data and identify what it means to the 4-H program. Complete a SWOT analysis to determine how internal and external strengths,

weaknesses, opportunities, and threats could affect the county 4-H program. Identify and prioritize strategies that address existing gaps and current needs and that

build on strengths and opportunities.

MATERIALS NEEDED

Presentation:

County Data (Presenter Notes; handout for each participant). LCD Projector. Flipchart. Markers. Pens. Post-its. Dots.

LESSON TIME2.25 hours


LESSON INSTRUCTIONSTime Script in Bold Supplies needed

Pre-work

Gather different sources of data to create County Data Handout from presentation for the Steering Committee to review. Here are some examples:

Minnesota 4-H Mission and Outcomes. Demographic Data. Focus Group Data. County 4-H Program Data.

If time allows, provide a copy of the County Data Handout from presentation for review prior to the meeting.

20 minutes

20 minutes

Welcome, and thank you for attending as we continue to move forward with the Growing 4-H Opportunities Together process. The purpose of today’s meeting is to review and understand data that will lead us to setting program priorities.

Hand out a copy of the County Data Handout from presentation, if not previously sent. Show the presentation.

Looking through the County Data Report and thinking about the 4-H program and its volunteers, what messages were repeated? What new ideas were generated?Record responses on flipchart paper titled “Trends.”

SWOT Analysis Utilizing Data Next, we’re going to go through a SWOT analysis for the county 4-H program. SWOT stands for strengths, weaknesses, opportunities, and threats.

Keeping in mind the trends identified earlier, what are strengths and opportunities that could affect the county 4-H program and its volunteers?

List on flipchart paper labeled “Strengths and Opportunities”

County Data Handout for each participant

Flipchart, markers

Flipchart, markers


45 minutes

20 minutes

Identify the weaknesses or threats that could affect the county 4-H program and its volunteers. We can also think of this as gaps and needs in the program.

List on flipchart paper labeled “Gaps and Needs”

Identifying Program PrioritiesNow, we’ll brainstorm responses to the question:What are ways we can develop a strong county 4-H program that addresses existing gaps and current needs and builds on strengths and opportunities?

Participants work individually to brainstorm strategies that answer the question above. They record thoughts on post-it notes (one thought per post-it). Time will vary, but check in with participants after 10 minutes.

When all participants have finished their task, each individual shares one idea. Other participants are asked if they have a similar idea. Continue until all ideas are exhausted.

Categorize ideas into like themes. Create a statement that reflects the theme and post it.

Ranking PrioritiesWhile these are all important areas to work on, we need to prioritize our efforts. We’ll do this through a voting process. Keep these things in mind as we prioritize:

What do we know about the priorities identified in the last step?

Which of these top priorities match with 4-H Youth Development’s mission?

Are resources available and/or accessible for addressing these priorities?

Is someone else, another group or agency, better equipped than Extension to deal with this priority?

Flipchart, markers

Post-it notes, pens

Large post-it notes or paper/tape


15 minutes

Who else is already working on this priority? What role or contribution might Extension have? Who might we partner with?

Participants vote on the categories of like themes to identify priorities. (Method of voting, for example, could be giving each participant three dots to vote for priorities.) Voting provides a ranking to the major priorities.After voting is complete, identify the top program priorities on which to work. These will be moved forward to the next step of the process. The other priorities will be recorded for future use.

Next Steps

Wrap up the meeting by covering the following with the Steering Committee.

Data report will be updated with program priorities and shared with Extension Committee and Federation. Negotiate how the Steering Committee will be involved in presenting the report.

Determine when and how additional volunteers and partners will be asked to create action plans around priorities. Is there an existing group that represents all aspects of the program, has adult and equal numbers of or more youth, and includes 10–20 people? Do we need to bring in other people? Who? Come to agreement on when and by whom the action planning will occur.

Sticky dots

15 minutes

The role of the Steering Committee is complete. Thank them for their service and check in with them to see how they’d like to continue with the action planning.Hand out and collect back the Steering Committee Survey. All surveys should be returned to Sam Grant.

Steering Committee Survey

SOURCESDeidrick, J., Harries, K., Hegland, N., Meyer, R., Orcutt, L., Sheehan, T. (2004). Program

Planning Model. St. Paul, MN: University of Minnesota.


http://www1.extension.umn.edu/youth/staffonly/support/forms_download/ProgramPlanningModel-Guide.pdf

Meyer, R.L. (2010). Data Scans: Planning for Action, Regents of the University of Minnesota, St. Paul, MN. http://www1.extension.umn.edu/youth/staffonly/2010-Minnesota-Regional-Data-Scans.html

Pleskac, S., (2010). Proceedings report: Minnesota 4-H volunteer systems strategic plan. St. Paul, MN: University of Minnesota Extension.

AUTHORED BY:Karyn Santl, Extension Educator, Center for Youth DevelopmentRebecca Harrington, Extension Educator, Center for Youth Development


http://www1.extension.umn.edu/youth/staffonly/2010-Minnesota-Regional-Data-Scans.html

http://www1.extension.umn.edu/youth/staffonly/2010-Minnesota-Regional-Data-Scans.html



Documents

Welcome and - University of Web viewCapture word for word as much ... Our session will last no more than an hour and ... Please record your ideas on the bottom or back of your recording